Course Description:
This course is designed to provide the teacher with an understanding of programing, curriculum and instruction of children with learning disabilities, attention deficit disorder, behavioral disorders, speech delays, slow learning ability and mild autism within today’s inclusive classroom. Emphasis will be on identification, referral, IEP development, methods for management, planning and evaluating instructional strategies. Emphasis will be placed on methods for differentiating instruction based upon learner characteristics, learning environment, curriculum, technology considerations, and the New Jersey Core Curriculum Standards. This is an e-Companion course with all necessary information contained on the course site. Assignments will be posted and graded online. Access to the site is available at felicianonlinecampus.net and responses to inquiries will be returned within 24 hours during the school week. Please e-mail directly any time sensitive clarification.
Felician College Mission Statement:
Felician is an independent co-educational Catholic/Franciscan College founded and sponsored by the Felician Sisters to educate a diverse population of students within the framework of a liberal arts tradition. Its mission is to provide a full complement of learning experiences, reinforced with strong academic and student development programs designed to bring students to their highest potential and prepare them to meet the challenges of the new century with informed minds and understanding hearts. The enduring purpose of Felician College is to promote a love for learning, a desire for God, self knowledge, service to others, and respect for all creation.
School of Education Mission Statement:
The School of Education, in light of the Franciscan mission, seeks to foster competent, caring, and compassionate educators to serve a diverse population by promoting a collaborative spirit, encouraging self-reflection, and emphasizing life-long learning.
The School of Education strives to prepare teachers who:
Know and understand the New Jersey Professional Teaching Standards;
Value and are committed to the tenets of these standards; and
Actively engage in applying the intent of the Standards within their learning communities.
TEAC Claims: The faculty makes the following three claims about its graduates and shows how each aligns with the New Jersey Teaching Standards and TEAC’s Quality Principle1:
They have a foundation in the liberal arts; understand the central concepts, tools of inquiry, and structure of their subject area; and engage in life-long learning within their discipline(s).
They have acquired the pedagogical and technological skills to accommodate individual needs, differences in abilities, and learning styles of their students and engage in on-going mastery of the teaching/learning process.
Our graduates are caring, competent, compassionate and reflective educators who recognize and respect the dignity, diversity and abilities of all students.
Our Felician/Franciscan Core Values
Respect for Human Dignity: We believe that every person is created by God; therefore, we respect the dignity of every person, regardless of race, religion, or socioeconomic status. We must demonstrate a reverence for and commitment to promoting and protecting the dignity of persons at all times. Compassion: We display an empathetic consciousness of “other” by demonstrating an appreciation of the needs and circumstances of those with whom we share our world. We recognize and affirm the good works and accomplishments of others, and provide caring support to those in need of our help.
Transformation: We embrace the transformative process that encourages an open mind and heart, leading to continuous improvement of the person and ministry.
Solidarity with the Poor: We labor and collaborate to ensure that the needs of the poor and vulnerable are met through advocacy and action.
Justice and Peace: We strive to forge right relationships…to recreate a sustainable environment through responsible use of the resources entrusted to us…to promote the common good…all in pursuit of peace.
Reverence: We demonstrate at all times an attitude of deep respect, love, awe, and esteem for people and the world in which we live as co-creations of the same Heavenly Father.
Diversity: We recognize and appreciate the variety of characteristics that make individuals unique, and foster an environment that promotes and celebrates both individual and collective achievement.
Service: We endeavor to offer unselfish service to others in a spirit of humility. This enables us to feel the happiness of connecting with our brothers and sisters and reminds us that God often allows us to be the answer to another’s prayer.
Joy: We possess an inherent joy, a gladness which is not dependent on our circumstances and our moods, nor our emotions or station in life. This joy is constant; it is from within us because we abide with God.
Required Texts:
Mercer, C. D & Pullen, P.C., (2005). Students with Learning Disabilities,
Sixth Edition. Upper Saddle River, NJ: Pearson Prentice Hall.
You will need the following: (All available on-line)
2.1 PowerPoint outlines and articles posted on the course e-Companion
2.2 New Jersey Administrative Code Title 6A Chapter 14 Special Education Amendments Effective-
2.3 No Child Left Behind Legislation
2.4 Common Core Standards Student Learning Outcomes: Outcome 1: Students will be able to identify the major types of learning disabilities. NJPTS: Standard 4, 5, 6, 7 Infusion Topics: Educating the Special Needs Student; Core Standards; Curriculum Planning, learning environments, modifications and materials for students with disabilities; Inclusive Education Practices, positive behavioral supports; Collaborative partnerships. Outcome 2: Students will be able to identify and understand strategies, techniques and treatment for students with learning disabilities. NJPTS: Standard 4, 5, 6, 7 Infusion Topics: Inclusive education practices, positive behavior supports; modifications and materials for students with learning disabilities; Curriculum Planning; Collaborative Partnerships. Outcome 3: Students will be able to identify and implement short and long time planning strategies and be able to incorporate the NJCCS in subject content instruction. NJPTS: Standard 1, 4, 7 Infusion Topics: Core Standards; Curriculum Planning, learning environments, modifications and materials for students with disabilities; Inclusive Education Practices, learning environments , modifications and materials for students with learning disabilities. Outcome 4 Students will develop skills necessary to promote social and emotional development of students by knowledge of a variety of student support techniques. NJPTS: Standard 2, 3, 6, 7, 9 Infusion Topics: Behavioral Social Sciences; Educating the special needs Student; learning environments, modifications and materials for students with disabilities; Inclusive education practices, positive behavioral supports; Collaborative Partnerships. Outcome 5 Students will be exposed to and begin to have the skill to differentiate instruction to meet the varied needs of students. NJPTS: Standard 1, 3, 6, 7 Infusion Topics: Educating the Special Needs Student, Core Standards; Learning Environments, modifications and materials for students with disabilities; Curriculum Planning; Core Standards; Collaborative Partnerships. Outcome 6 Students will be exposed to and gain skills in the development of Unit planning to assist teaching and learning. NJPTS: Standards 1, 3, 4, 6, 7 Infusion Topics: Educating the Special Needs Student; Core Standards; Learning Environments, modifications and materials for students with Disabilities learning environments; Inclusive Education Practices, Positive Behavioral Supports; Collaborative Partnerships. Outcome 7 Students will be able to identify and use a variety of classroom management methods. NJPTS: Standard 2, 3, 6, 7, 9 Infusion Topics: Educating the Special Needs Student; Core Standards; Learning Environments, modifications and materials for students with Disabilities learning environments, modifications; Inclusive education practices, Positive Behavioral Supports Outcome 8 Students will be exposed to the process of developing and using Individual Education Programs (IEP’s). NJPTS: Standard 4, 5, 7 Infusion Topics: Educating the Special Needs Student; Core Standards; Learning Environments, modifications and materials for students with Disabilities, learning environments, Inclusive education practices, Positive Behavioral Supports Outcome 9 Students will be able to demonstrate an understanding of the following legal codes and legislation; New Jersey Core Curriculum Content Standards, New Jersey Administrative Code Title 6A Chapter 14 Special Education, October 2003, and No Child Left Behind Legislation. NJPTS: Standard 1, 7 Infusion Topics: Core Standards; Educating the Special Needs Student; Core Standards; Learning Environments, modifications and materials for students with Disabilities, learning environments, Inclusive Education Practices, Positive Behavioral Supports Outcome 10 Students will have participated in the field experience activities and taught five lessons at their site. NJJPTS: Standard 1, 2, 3, 5, 5, 6, 7, 8, 9, 10
Infusion Topics: Educating the Special Needs Student; Core Standards; Learning Environments, modifications and materials for students with Disabilities learning environments, modifications and materials; Inclusive Education
Course Format:
You will be exposed to a variety of activities. Class periods will include lecture-discussion. Active participation will be expected in order to best benefit from the course content.
Course Evaluation Criteria:
Evaluation Criteria for Active Participation
Professor’s assessment will be based on the following:
Ø You will be asked to respond to questions
Ø You will participate in large group discussions
Ø You will participate in small groups when formatted
Ø You will share professional experiences that are germane to class topic discussions
Ø You will initiate questions and concerns about mastery of class assignments and discussions
Ø You will engage in dialogues with other students as part of class project presentations.
You will be expected to submit all required assignments on time. All written materials need to be word processed or submitted in typed format. Grades will be affected by late submissions.
Grading Rubric:
Chapter summaries 10%
Midterm 10%
Final 10%
Lesson plan 15%
Differentiated instruction scenarios 15%
SGO Plan 10%
Reflections 5%
Book Presentation (final project) 25%
Attendance: Attendance is required of all students. ANY ABSENCES need to be made up through discussion of the contents of the chapter and completion of the chapter questions as well as review of supplemental material provided by the professor.
Grading Criteria: The student’s final grade will be a composite of classroom attendance, active participation, and work submission. Artifacts that use various forms of media and are indicative of creative thought will be factored into the grade.
It is imperative that assignments be written using correct grammar, free of all spelling errors, and are word processed. Your ability to write and communicate with others will be central to the impression others hold of you as a professional. Your writing for the portfolio must be jargon free. Colloquial expressions will not be accepted.
Grading Scale – Individual Assignments: All written assignments will be assessed following the criteria stated below. In addition, work not handed in on time will receive a deduction of one-half of a letter grade for each week it is late. A - is an indicator that the responses to the assignments demonstrated analysis, synthesis, and evaluation of key issues. There is definite application to the Core Content Standards or other areas of the curriculum. Specific references are made to current educational research and its implication to the teacher’s goals, activities, and assessment techniques. All appropriate rules regarding the use of the thoughts and ideas of others have been followed. B – indicates that the responses to the assignments were adequate. There were indicators of recall, with some thought and analysis of the. Specific references were made to the theories of leading educational researchers and applications to the classroom. All appropriate rules regarding the use of the thoughts and ideas of others have been followed. C – indicates that the responses to the assignments were minimal. There were indicators of recall with reflection on the research. There is little or no application to the Core Content Standards or other areas of the curriculum. All appropriate rules regarding the use of the thoughts and ideas of others have been followed. D – indicates that the responses to the assignments were incomplete or unclear. There were indicators of recall; however, no thought is given to nor analysis is done of the research. All appropriate rules regarding the use of the thoughts and ideas of others have been followed. F – There is evidence of plagiarism or other forms of Honor Code violations. Note: The Felician College grading system includes plusses and minuses based on a point scale. The Professor reserves the right to issue a plus or minus based on the consistency of work. For example, if a paper waivers between an A or B, it will be scored as either A- or B+, depending on the quality of thought.
Honor Code:
You are expected to comply with the tenets of the Felician College Honor Code and the college policies described in the Felician College Student Handbook and Catalog. All members of Felician College are charged with the responsibility of upholding academic integrity. This is of particular importance to pre-service teachers, as you will be holding the same expectations of your students in the near future.
Plagiarism:
Please be aware that any form of plagiarism is not tolerated. Any student found in violation of this policy will be notified in writing and will be immediately referred to the Honors Council. Please refer to the Honor Code and Grade Challenge policy outlined in the Student Handbook.
Electronic Communication Devices: NO cell phones, pagers or any other electronic communication devices are permitted to ring during class time. Text messaging is also not permitted.
Course Requirements: 1. Chapter summaries
Each week students will be assigned a chapter and be responsible for presenting key elements and present to the rest of the class. Standards 2, 3, 4, 5, 6, 7, 9
2. Discussion questions
Each week class discussion questions will be provided based on that week’s reading. The questions will be open ended, and require the other students in the class to reflect upon the question which will then be discussed in class.. Standards 2, 3, 4, 5, 6, 7, 9
3. Midterm and final exams
Exams will be based on material covered in class and course readings.
4. Lesson plan
Students will create a new lesson plan which focuses on the needs of students with disabilities. The lesson plan can be for a co-taught or resource room setting and presented to the class. Standards 1, 3, 4, 6, 7
5. Differentiated instruction scenarios
Students will create a classroom scenario in which they need to differentiate their instruction so that students with disabilities may have access to the curriculum and present to the rest of the class. The type of classroom setting must be described, the type of disabilities must be explained, and the reasons for activities or methods must be explained. Standards 1, 3, 6, 7
6. SGO Plan
Students are to create and present a student growth objective plan based on a classroom setting of their choosing. In addition to the SGO, the type of classroom setting must be described and rational for selecting the skill or skills focused on in the SGO must be addressed. Standards 1, 7
7. Reflections
Students will be required to reflect upon the 14 readings by writing about how they feel about the topic, or make a connection to the given topic. Standards 2, 3, 4, 5, 6, 7, 9
8. Book presentation (Final project)
Students must read a novel in which one of the main characters has a disability. The presentation will require students to create a classroom in which this character is their student. The character with a disability will then become a student in a fictitious classroom. All projects must include the following: Summary of the novel, diagnoses of the disability, description of the classroom setting, proper modification and accommodations for the student, explanation of how the family has responded to this disability and how you communicate with the family, types of assessments that are appropriate for this student, and the ways in which social and emotional growth are addressed. Standards 4, 5, 6, 7
More specific information about assignments, as well as rubrics, will be distributed in class prior to the assignment’s due date
Submit all required assignments typed and on time. One point will be deducted from the grade for each day that you are late.
Calendar of Events
Week
Course Content/Activity (In Class)
Chapter
Homework/Assignment due
Week 1 January
1/21/17
Overview of the course, expectations, assignments, student introductions and what is special education?
PART ONE: FOUNDATIONS OF LEARNING DISABILITIES. 1. History, Definitions, and Characteristics.
COURSE SYLLABUS
SPED 401-Education of the Learning Disabled (3 credits)
Semester: Spring 2017 Professor: Dr. J. Pedersen
Day and Time: Saturdays, 9:00-11:30 Room Number: 31
Office: By appointment Office Phone: 973-412-2060
Office Hours: By appointment Cell Phone: 732-713-4508
Email: jamesmpedersen1@gmail.com
Website: https://felician-specialeducation.wikispaces.com/
Course Description:
This course is designed to provide the teacher with an understanding of programing, curriculum and instruction of children with learning disabilities, attention deficit disorder, behavioral disorders, speech delays, slow learning ability and mild autism within today’s inclusive classroom. Emphasis will be on identification, referral, IEP development, methods for management, planning and evaluating instructional strategies. Emphasis will be placed on methods for differentiating instruction based upon learner characteristics, learning environment, curriculum, technology considerations, and the New Jersey Core Curriculum Standards. This is an e-Companion course with all necessary information contained on the course site. Assignments will be posted and graded online. Access to the site is available at felicianonlinecampus.net and responses to inquiries will be returned within 24 hours during the school week. Please e-mail directly any time sensitive clarification.
Felician College Mission Statement:
Felician is an independent co-educational Catholic/Franciscan College founded and sponsored by the Felician Sisters to educate a diverse population of students within the framework of a liberal arts tradition. Its mission is to provide a full complement of learning experiences, reinforced with strong academic and student development programs designed to bring students to their highest potential and prepare them to meet the challenges of the new century with informed minds and understanding hearts. The enduring purpose of Felician College is to promote a love for learning, a desire for God, self knowledge, service to others, and respect for all creation.
School of Education
Mission Statement:
The School of Education, in light of the Franciscan mission, seeks to foster competent, caring, and compassionate educators to serve a diverse population by promoting a collaborative spirit, encouraging self-reflection, and emphasizing life-long learning.
The School of Education strives to prepare teachers who:
TEAC Claims:
The faculty makes the following three claims about its graduates and shows how each aligns with the New Jersey Teaching Standards and TEAC’s Quality Principle1:
- Our graduates are caring, competent, compassionate and reflective educators who recognize and respect the dignity, diversity and abilities of all students.
Our Felician/Franciscan Core ValuesRespect for Human Dignity: We believe that every person is created by God; therefore, we respect the dignity of every person, regardless of race, religion, or socioeconomic status. We must demonstrate a reverence for and commitment to promoting and protecting the dignity of persons at all times.
Compassion: We display an empathetic consciousness of “other” by demonstrating an appreciation of the needs and circumstances of those with whom we share our world. We recognize and affirm the good works and accomplishments of others, and provide caring support to those in need of our help.
Transformation: We embrace the transformative process that encourages an open mind and heart, leading to continuous improvement of the person and ministry.
Solidarity with the Poor: We labor and collaborate to ensure that the needs of the poor and vulnerable are met through advocacy and action.
Justice and Peace: We strive to forge right relationships…to recreate a sustainable environment through responsible use of the resources entrusted to us…to promote the common good…all in pursuit of peace.
Reverence: We demonstrate at all times an attitude of deep respect, love, awe, and esteem for people and the world in which we live as co-creations of the same Heavenly Father.
Diversity: We recognize and appreciate the variety of characteristics that make individuals unique, and foster an environment that promotes and celebrates both individual and collective achievement.
Service: We endeavor to offer unselfish service to others in a spirit of humility. This enables us to feel the happiness of connecting with our brothers and sisters and reminds us that God often allows us to be the answer to another’s prayer.
Joy: We possess an inherent joy, a gladness which is not dependent on our circumstances and our moods, nor our emotions or station in life. This joy is constant; it is from within us because we abide with God.
Required Texts:
- Mercer, C. D & Pullen, P.C., (2005). Students with Learning Disabilities,
Sixth Edition. Upper Saddle River, NJ: Pearson Prentice Hall.- You will need the following: (All available on-line)
2.1 PowerPoint outlines and articles posted on the course e-Companion2.2 New Jersey Administrative Code Title 6A Chapter 14 Special Education Amendments Effective-
2.3 No Child Left Behind Legislation
2.4 Common Core Standards
Student Learning Outcomes:
Outcome 1: Students will be able to identify the major types of learning disabilities.
NJPTS: Standard 4, 5, 6, 7
Infusion Topics: Educating the Special Needs Student; Core Standards; Curriculum
Planning, learning environments, modifications and materials for students with disabilities; Inclusive Education Practices, positive behavioral supports; Collaborative partnerships.
Outcome 2: Students will be able to identify and understand strategies, techniques and treatment for students with learning disabilities.
NJPTS: Standard 4, 5, 6, 7
Infusion Topics: Inclusive education practices, positive behavior supports; modifications and materials for students with learning disabilities; Curriculum Planning; Collaborative Partnerships.
Outcome 3: Students will be able to identify and implement short and long time planning strategies and be able to incorporate the NJCCS in subject content instruction.
NJPTS: Standard 1, 4, 7
Infusion Topics: Core Standards; Curriculum Planning, learning environments, modifications and materials for students with disabilities; Inclusive Education Practices, learning environments , modifications and materials for students with learning disabilities.
Outcome 4 Students will develop skills necessary to promote social and emotional development of students by knowledge of a variety of student support techniques.
NJPTS: Standard 2, 3, 6, 7, 9
Infusion Topics: Behavioral Social Sciences; Educating the special needs Student; learning environments, modifications and materials for students with disabilities; Inclusive education practices, positive behavioral supports; Collaborative Partnerships.
Outcome 5 Students will be exposed to and begin to have the skill to differentiate instruction to meet the varied needs of students.
NJPTS: Standard 1, 3, 6, 7
Infusion Topics: Educating the Special Needs Student, Core Standards; Learning Environments, modifications and materials for students with disabilities; Curriculum Planning; Core Standards; Collaborative Partnerships.
Outcome 6 Students will be exposed to and gain skills in the development of Unit planning to assist teaching and learning.
NJPTS: Standards 1, 3, 4, 6, 7
Infusion Topics: Educating the Special Needs Student; Core Standards; Learning Environments, modifications and materials for students with Disabilities learning environments; Inclusive Education Practices, Positive Behavioral Supports; Collaborative Partnerships.
Outcome 7 Students will be able to identify and use a variety of classroom management methods.
NJPTS: Standard 2, 3, 6, 7, 9
Infusion Topics: Educating the Special Needs Student; Core Standards; Learning Environments, modifications and materials for students with Disabilities learning environments, modifications; Inclusive education practices, Positive Behavioral Supports
Outcome 8 Students will be exposed to the process of developing and using Individual Education Programs (IEP’s).
NJPTS: Standard 4, 5, 7
Infusion Topics: Educating the Special Needs Student; Core Standards; Learning Environments, modifications and materials for students with Disabilities, learning environments, Inclusive education practices, Positive Behavioral Supports
Outcome 9 Students will be able to demonstrate an understanding of the following legal codes and legislation; New Jersey Core Curriculum Content Standards, New Jersey Administrative Code Title 6A Chapter 14 Special Education, October 2003, and No Child Left Behind Legislation.
NJPTS: Standard 1, 7
Infusion Topics: Core Standards; Educating the Special Needs Student; Core Standards; Learning Environments, modifications and materials for students with Disabilities, learning environments, Inclusive Education Practices, Positive Behavioral Supports
Outcome 10 Students will have participated in the field experience activities and taught five lessons at their site.
NJJPTS: Standard 1, 2, 3, 5, 5, 6, 7, 8, 9, 10
Infusion Topics: Educating the Special Needs Student; Core Standards; Learning Environments, modifications and materials for students with Disabilities learning environments, modifications and materials; Inclusive Education
Course Format:
You will be exposed to a variety of activities. Class periods will include lecture-discussion. Active participation will be expected in order to best benefit from the course content.
Course Evaluation Criteria:
Evaluation Criteria for Active Participation
Professor’s assessment will be based on the following:
You will be expected to submit all required assignments on time. All written materials need to be word processed or submitted in typed format. Grades will be affected by late submissions.
Grading Rubric:
Chapter summaries 10%
Midterm 10%
Final 10%
Lesson plan 15%
Differentiated instruction scenarios 15%
SGO Plan 10%
Reflections 5%
Book Presentation (final project) 25%
Attendance:
Attendance is required of all students. ANY ABSENCES need to be made up through discussion of the contents of the chapter and completion of the chapter questions as well as review of supplemental material provided by the professor.
Grading Criteria: The student’s final grade will be a composite of classroom attendance, active participation, and work submission. Artifacts that use various forms of media and are indicative of creative thought will be factored into the grade.
It is imperative that assignments be written using correct grammar, free of all spelling errors, and are word processed. Your ability to write and communicate with others will be central to the impression others hold of you as a professional. Your writing for the portfolio must be jargon free. Colloquial expressions will not be accepted.
Grading Scale – Individual Assignments: All written assignments will be assessed following the criteria stated below. In addition, work not handed in on time will receive a deduction of one-half of a letter grade for each week it is late.
A - is an indicator that the responses to the assignments demonstrated analysis, synthesis, and evaluation of key issues. There is definite application to the Core Content Standards or other areas of the curriculum. Specific references are made to current educational research and its implication to the teacher’s goals, activities, and assessment techniques. All appropriate rules regarding the use of the thoughts and ideas of others have been followed.
B – indicates that the responses to the assignments were adequate. There were indicators of recall, with some thought and analysis of the. Specific references were made to the theories of leading educational researchers and applications to the classroom. All appropriate rules regarding the use of the thoughts and ideas of others have been followed.
C – indicates that the responses to the assignments were minimal. There were indicators of recall with reflection on the research. There is little or no application to the Core Content Standards or other areas of the curriculum. All appropriate rules regarding the use of the thoughts and ideas of others have been followed.
D – indicates that the responses to the assignments were incomplete or unclear. There were indicators of recall; however, no thought is given to nor analysis is done of the research. All appropriate rules regarding the use of the thoughts and ideas of others have been followed.
F – There is evidence of plagiarism or other forms of Honor Code violations.
Note: The Felician College grading system includes plusses and minuses based on a point scale. The Professor reserves the right to issue a plus or minus based on the consistency of work. For example, if a paper waivers between an A or B, it will be scored as either A- or B+, depending on the quality of thought.
Honor Code:
You are expected to comply with the tenets of the Felician College Honor Code and the college policies described in the Felician College Student Handbook and Catalog. All members of Felician College are charged with the responsibility of upholding academic integrity. This is of particular importance to pre-service teachers, as you will be holding the same expectations of your students in the near future.
Plagiarism:
Please be aware that any form of plagiarism is not tolerated. Any student found in violation of this policy will be notified in writing and will be immediately referred to the Honors Council. Please refer to the Honor Code and Grade Challenge policy outlined in the Student Handbook.
Electronic Communication Devices:
NO cell phones, pagers or any other electronic communication devices are permitted to ring during class time. Text messaging is also not permitted.
Course Requirements:
1. Chapter summaries
Each week students will be assigned a chapter and be responsible for presenting key elements and present to the rest of the class.
Standards 2, 3, 4, 5, 6, 7, 9
2. Discussion questions
Each week class discussion questions will be provided based on that week’s reading. The questions will be open ended, and require the other students in the class to reflect upon the question which will then be discussed in class..
Standards 2, 3, 4, 5, 6, 7, 9
3. Midterm and final exams
Exams will be based on material covered in class and course readings.
4. Lesson plan
Students will create a new lesson plan which focuses on the needs of students with disabilities. The lesson plan can be for a co-taught or resource room setting and presented to the class.
Standards 1, 3, 4, 6, 7
5. Differentiated instruction scenarios
Students will create a classroom scenario in which they need to differentiate their instruction so that students with disabilities may have access to the curriculum and present to the rest of the class. The type of classroom setting must be described, the type of disabilities must be explained, and the reasons for activities or methods must be explained.
Standards 1, 3, 6, 7
6. SGO Plan
Students are to create and present a student growth objective plan based on a classroom setting of their choosing. In addition to the SGO, the type of classroom setting must be described and rational for selecting the skill or skills focused on in the SGO must be addressed.
Standards 1, 7
7. Reflections
Students will be required to reflect upon the 14 readings by writing about how they feel about the topic, or make a connection to the given topic.
Standards 2, 3, 4, 5, 6, 7, 9
8. Book presentation (Final project)
Students must read a novel in which one of the main characters has a disability. The presentation will require students to create a classroom in which this character is their student. The character with a disability will then become a student in a fictitious classroom. All projects must include the following: Summary of the novel, diagnoses of the disability, description of the classroom setting, proper modification and accommodations for the student, explanation of how the family has responded to this disability and how you communicate with the family, types of assessments that are appropriate for this student, and the ways in which social and emotional growth are addressed.
Standards 4, 5, 6, 7
More specific information about assignments, as well as rubrics, will be distributed in class prior to the assignment’s due date
Submit all required assignments typed and on time. One point will be deducted from the grade for each day that you are late.
Calendar of Events
January
1/21/17
1. History, Definitions, and Characteristics.
January
1/28/17
Fat City video and experiencing a disability
Poem: “The Kids Who Are Different”. https://www.scrapbook.com/poems/doc/4588.html
Reflection Chapter 1
Chapter 2 Presentation
February
2/4/17
An examination and identifying learning disabilities based on scenarios.
Reflection Chapter 2
Chapter 3 Presentation
February
2/11/17
Determining appropriate accommodations and modifications.
4. Assessment.
Article: Accommodations for students with LD
Reflection Chapter 3
Chapter 4 Presentation
February
2/18/17
Creating lesson plans for students with disabilities
Reflection Chapter 4
Chapter 5 Presentation
February
2/25/17
Lecture
Lesson Plans Due
Reflection Chapter 5
Chapter 6 Presentation
March
3/4/17
Reflection Chapter 6
Chapter 7 Presentation
Spring Break
No class
3/11/17
March
3/18/17
Activities that have been differentiated to learn this concept
Article- Differentiated Instruction: A research basis
Reflection Chapter 7
Chapter 8 Presentation
March
3/25/17
Examining and discussing IEPs.
Article: Creating useful individualized education plans
Reflection Chapter 8
Chapter 9 Presentation
Article reflection
April
4/1/17
Poster activity
10. Oral Communication: Speech and Language.
Articles: 1.Section 504, The ADA and public schools
Reflection Chapter 9
Chapter 10 Presentation
April
4/8/17
Role-playing activity and discussion of what to do to build relationships with
other educators.
Article: Collaboration between general and special education teachers
Reflection Chapter 10
Chapter 11 Presentation
SGO plan due
Easter Break
4/15/17
April
4/22/17
At home reading
Reflection Chapter 11
Chapter 12 Presentation
Differentiated instruction scenarios due
April
4/29/17
Reflection Chapter 12
Chapter 13 Presentation
May
5/6/17
Book for presentation
Reflection Chapter 13
Chapter 14 Presentation
Book presentation due
May
5/13/17